From flipped classroom theory to the personalized design of learning experiences in MOOCs

Fassbinder, Aracele Garcia de Oliveira; Fassbinder, Marcelo; Barbosa, Ellen Francine

doi:10.1109/fie.2015.7344146

Cited by 16 publications

(4 citation statements)

References 16 publications

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“…While several researchers have evaluated MOOC elements for personalization, such as course design, assessments, and means of content delivery (de Oliveira Fassbinder, Fassbinder, & Barbosa, 2015), there is a dearth of empirical studies that specifically investigate MOOC personalization from instructor perspectives (Veletsianos & Shepherson, 2016;Zhu et al, 2018). Instead, much of the focus of the literature on MOOCs examines learner completion trends and participant-based data (Balch, 2013;Heutte, Kaplan, Fenouillet, Caron, & Rosselle, 2014;Jordan, 2014).…”

Section: Mooc Personalizationmentioning

confidence: 99%

Pushing Toward a More Personalized MOOC: Exploring Instructor Selected Activities, Resources, and Technologies for MOOC Design and Implementation

Bonk

Zhu

Kim

et al. 2018

IRRODL

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This study explores the activities, tools, and resources that instructors of massive open online courses (MOOCs) use to improve the personalization of their MOOCs. Following email interviews with 25 MOOC and open education leaders regarding MOOC personalization, a questionnaire was developed. This questionnaire was then completed by 152 MOOC instructors from around the world. While more than 8 in 10 respondents claimed heavy involvement in designing their MOOCs, only one-third placed extensive effort on meeting unique learner needs during course design, and even fewer respondents were concerned with personalization during course delivery. An array of instructional practices, technology tools, and content resources were leveraged by instructors to personalize MOOC-based learning environments. Aligning with previous research, the chief resources and tools employed in their MOOCs were discussion forums, video lectures, supplemental readings, and practice quizzes. In addition, self-monitoring and peer-based methods of learner feedback were more common than instructor monitoring and feedback. Some respondents mentioned the use of flexible deadlines, proposed alternatives to course assignments, and introduced multimedia elements, mobile applications, and guest speakers among the ways in which they attempted to personalize their massive courses. A majority of the respondents reported modest or high interest in learning new techniques to personalize their next MOOC offering.

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Section: Mooc Personalizationmentioning

confidence: 99%

Pushing Toward a More Personalized MOOC: Exploring Instructor Selected Activities, Resources, and Technologies for MOOC Design and Implementation

Bonk

Zhu

Kim

et al. 2018

IRRODL

View full text Add to dashboard Cite

show abstract

“…Although a personalized flipped classroom (PFC) is possible without digital technologies, technology-poor applications of FCs have been the subject of concern and criticism [19]. Personalization in FCs requires learners to exhibit continuous learning interest, motivation, engagement, and self-control, in which technology supports learners to undertake an active role [20].…”

Section: Introductionmentioning

confidence: 99%

Promoting Personalized Learning in Flipped Classrooms: A Systematic Review Study

Çevikbaş

Kaiser

2022

Sustainability

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Flipped classroom (FC) is a widely accepted, innovative pedagogy designated to enhance students’ learning by changing the paradigm of instruction. It has the potential to adapt learning to the students’ needs, interests, and mutual expectations by using the advantages of both online and face-to-face learning, which strengthens the quality of the instruction. The potential of FC to foster personalized learning (PL) has become vital in education, as individuals face different possibilities and difficulties in the learning process. To date, no systematic review study has focused on the ways in which PL occurs in FCs and the role of personalized FCs in education. The present study aims to close this gap by exploring the value of flipping instruction and strategies to support PL. We searched the literature, focusing on peer-reviewed research studies published in English that focus on PL in FCs. The key results include (a) the study characteristics, (b) the approaches developed and used in FCs to enhance PL, and (c) the role of personalized FCs in teaching and learning. Overall, this systematic review study provides insight into successful FC implementations and strategies to sustain PL.

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“…This methodology consists of moving the lesson home while the tasks are performed in the classroom (Baker, 2000), (Lage et al, 2000). Traditional classes are replaced by videos, readings and other activities that students can execute individually outside class hours; meanwhile, the classroom becomes a meeting place where knowledge is implemented through the development of practical activities and in a cooperative way between students and teachers (Angelini et al, 2015), (De Oliveira et al, 2015), thus encouraging interaction amongst them (Brahimi et al, 2015). In addition, in the TF the learning process is enhanced with didactic resources generated by the students (Danker, 2015).…”

Section: Introductionmentioning

confidence: 99%

Technique of Classification, Organization, Creation, and Use of Collective Knowledge

García-Ruesgas

Fidalgo-Blanco

Blanco

2022

Journal of Information Technology Research

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During the teaching of a subject, engineering in this particular case, students acquire knowledge through different learning activities that are guided by the teaching staff. In this process, students work with the resources and activities provided by the faculty, acquiring knowledge and demonstrating it through an exam. In this work, students have been asked to share their learning experience and to create knowledge resources that can facilitate learning. Thus, collective knowledge has been created in the subject, which can be used by anyone. The work has shown that students can create useful knowledge for the subject, as well as establish an ontological classification of all the knowledge necessary for learning the subject. The results of this analysis show the ontology defined by the students that is applicable to any subject. This study also describes the process carried out for the creation and management of knowledge by the students themselves, as well as the perception of the use of the collective knowledge created.

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From flipped classroom theory to the personalized design of learning experiences in MOOCs

Cited by 16 publications

References 16 publications

Pushing Toward a More Personalized MOOC: Exploring Instructor Selected Activities, Resources, and Technologies for MOOC Design and Implementation

Pushing Toward a More Personalized MOOC: Exploring Instructor Selected Activities, Resources, and Technologies for MOOC Design and Implementation

Promoting Personalized Learning in Flipped Classrooms: A Systematic Review Study

Technique of Classification, Organization, Creation, and Use of Collective Knowledge

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